In this study under HSTTI, Rajshahi selected working area urban colleges are 55 (39.5%) and rural 85 (60.7%) out of 140 colleges (higher secondary levels).
In this study under HSTTI, Barisal selected working area urban colleges 26(43.3) and rural 34 (56.7%) out of 60 colleges (Higher secondary levels)
In this study total number of respondents in two HSTTIs Rajshahi and Barisal is Higher Secondary level College Principals 70 (15.98%), classroom subject teachers 298 (68.04%) and computer teachers 70 (15.98%) out of total 438 respondent.
In this study the respondents levels of education show that Masters of Science (M.Sc.) 227, Master of Arts (M.A) 164 and Master of Commerce (M. com) 47 out of 438 respondents.
Most of the respondent teacher’s monthly income range is very poor. 224 (51.14%) respondents teachers fall in the 10,000-15,000 range out of total 438 and secondly, 114 (26.03%) respondents teachers are from the income range 15000-20000.
In this study total number of respondents 438 who fall in the years age group 30-50 years. Among thous 275 (67.35%) respondents are in the age group 30-40 years.
Most of the respondent teachers opined that the training course content, training methodology and the training objectives are very excellent, and the training evaluation process is very good.
Most of the respondent teachers opine that the training course duration is shorter than necessary. It should be extended.
Most of the respondents opine that subject and pedagogy training course should be extended to 56 days (36 days pedagogy + 20 days subject) from 40 days, and educational administration and management training should be extended to 30 days from 20 days.
Regarding the training satisfaction level, they answer that the effectiveness of training objective, training coordination and management, quality of training materials for participants, facilities for study tour and Co-curricular activities are mostly very good.
Maximum respondent teachers opine that the availability of residence facilities and other hostel management are very good.
Most of the respondents have opined that financial facilities of training program are not sufficient; and they have proposed that daily allowance, books allowance, kit allowance, and education tour allowance should be increased.
Maximum respondent (tranee teachers) agreed that the training program of trainers/resource persons’ quality is very good; and most of the teachers are in favor of the subject expert as the resource person/trainer.
Most of the respondent teachers opined that trainer’s subject and pedagogy knowledge and technique applied to training session for active participation were good
Maximum of the respondents expressed their satisfaction for educational aids and modern technology applied in the training session but ICT based classroom and more instructional materials should be ensured.
Maximum of the respondent teachers opined yes answer regarding the effectiveness of training objective.
Most of the respondents opine that higher secondary level principals need a separate ICT based computer training course of 30 days.
HSTTIs’ Training program is able to change the knowledge, skill and attitude of the respondent principals, subject teachers and computer teachers towards their professional development.
The research has observed maximum participants simulation class before and after training programs teaching methodology of the participants gets comparatively better in the final simulation class.
The knowledge, skill and attitude of the maximum respondents/participants increase and they ensure proper teaching learning environment in the class room after getting the in service training program which shows that the quality of education improve gradually the training programs.
The researcher has observed, maximum number of respondents/perticipants, who achieve the training result properly during the training period, show the lack of sincerity, lack of interest in creating academic environment and facilities which are not favourable for their institution after their training.
HSTTIs Training Programs are continuously run under the revenue budget throughout the year for non-govt. higher secondary level college principals, subject teachers and computer teachers.
HSTTI, Rajshahi In-service training program is able to increase the knowledge regarding pretest evaluation and post test evaluation. Results indicating progress towards improvement from pretest to post test which have greater impacts on quality education
HSTTI, Barisal In-service training program is able to increase the knowledge regarding pretest evaluation and post test evaluation. Results indicating progress towards improvement from pretest to post test which have greater impacts on quality education
70% of the respondents agree that effectiveness of training outcomes for the institutional management are of very good level.
70% of the respondents opine that HSTTI In-service training impact on the field levels change the student philosophy and other 30% respondents agree to their self-development.
Most 40% respondents opine yes answer in case of the problem of implementing training outcomes and most (60%) of the respondents opine no answer. So follow up activities must be conducted to improve the effectiveness of the training.
Maximum 70% respondents agree that effective change takes place after knowing the teaching learning methodology by the In-service training program.
In-service training information of Rajshahi and Dinajpur Educaiton Board under HSTTI, Rajshahi shows that 54.69% teachers of 140 colleges have taken their training and performances of these colleges in HSC result show a quantitative and qualitative change within five years.
In-service training information of Barisal and Dhaka Education Board under HSTTI, Barisal shows that 57.17% teachers of 60 colleges have taken their training and performances of these colleges in HSC result show a quantitative and qualitative change within five years.
HSTTI, Rajshahi In-service Training is able to increase the performance of Higher Secondary levels regarding public examination of Rajshahi and Dinajpur Education Board.
HSTTI, Barisal In-service Training is able to increase the performance of Higher Secondary levels regarding public examination of Barisal and Dhaka Education Boards.
HSTTIs have created good scope for training human resource for building the nation in the right way at the right time.
HSTTIs Training has long term positive impact on higher secondary level institutions and on the working places of the trainees.
There is no provision for subject and pedagogy based training program for subject teachers of govt. colleges of higher secondary level in Bangladesh.
The security and privacy of the female trainees are often disturbed due to the lack of their separate hostel facilities.